We
will study the algebra and geometry of algebraic curves and learn what
makes a curve "algebraic." We will learn various things that make
algebraic curves equivalent and similar, like how one circle is
equivalent to another and how a circle is similar to an ellipse (not in
the sense of similar triangles, though.) When we move to
projective equivalence, we will see ways a circle is similar to a
parabola. We will see how associated algebraic structures reflect
these geometric properties, and, with luck, we will learn about
singularities and about the group structure of a cubic curve.

Students
who have studied abstract algebra will find that ideas that seemed
abstract or arbitrary in their algebra course reflect more concrete
concepts in the world of curves, and this will make their algebra
course make more sense. Those who have not studied abstract
algebra will not be left behind in this course, but they will find
themselves better prepared when they do take abstract algebra, and this will make their algebra course make more sense.

Course
Compass authorization package (if it is not bound with your textbook,
then you will have to get it on line at www.coursecompass.com.

Math 540 - Seminar in the
History of Mathematics

Book list: Classics of Mathematics
(Paperback)

by Ronald S. Calinger

Paperback: 816 pages

Publisher: Prentice Hall; 1 edition (October 26, 1994)

Language: English

ISBN-10: 002318342X

ISBN-13: 978-0023183423

Product Dimensions: 8.7 x 7.3 x 1.8 inches

Students
in this course will engage in close readings and in-depth discussions
of original sources in the history of mathematics. Readings will
include work by Leonhard Euler and Augustin-Louis Cauchy, as well as
readings from a culture outside Western mathematics, probably chosen
from Islam, India, China or Mesopotamia, depending on the interests of
the students.

Course
Compass authorization package (if it is not bound with your textbook,
then you will have to get it on line at www.coursecompass.com.

Math 400 - Applied Mathematics - Fair Division

What is a fair way for two people to share things? Suppose, for example,
you and two friends are about to share half a gallon of "Neopolitan" ice cream
(vanilla-chocolate-strawberry). If all three of you like all three flavors
equally, then you can share equally, each getting 1/3 of each flavor.

Suppose, though, that you like vanilla best, your friend likes only chocolate,
and your other friend likes only strawberry. Then the 1/3 of each flavor
might be equal, but is it really the fairest way to share? Wouldn't it be
better if you each get the part that you like best?

This is one of the hottest and most exciting of new mathematical topics.
It gets more complicated, more exciting, and more mathematical, and it has
applications from job assignments to divorce settlements, and new applications
(and new careers at the same time) are being created every day.

You'll need Calc II, (though if you have a good grade in Calc I and you've also
done well in several other quantitative courses like economics, finance and
physics, then you should see if you can get permission from the instructor and
the department chair to take the course)

It's going to be a great course, Mondays at 5:25. (would
have been a great course. Cancelled for lack of enrollment)